| The improvement of students’ writing ability is important in the process of English learning,and it is also a difficult problem for Chinese English learners for a long time.The English Curriculum Standard of Senior High School(2017)sets out the goal of English language skills about "writing".More and more front-line English teachers begin to attach importance to English writing.English writing occupies a large proportion in English,especially English continuation task writing and its results will affect students’ comprehensive scores.Therefore,it is necessary to strengthen high school English writing learning and improve English writing teaching.English writing is of great use for students’ logical thinking,comprehensive use of language,and analytical ability.Moreover,mind map will effectively solve this problem and promote students’ learning effect.During the the process of English writing teaching,the author found that the current situation of English continuation task writing learning in senior high school is not optimistic,and there are mainly two problems.1.The content of English continuation task writing lacks logic.Being illogical is a big problem in English continuation task writing,which includes misinterpretation of the theme and deviation from the mainline.(1)Misrepresentation of the subject.Some students did not understand the article.(2)Deviation from the mainline.Some students did not read the continued text repeatedly,or grasp the writing clues of the original text,or add the story characters to the story randomly.2.Writing ability is weak.The weakness of students’ language expression ability is mainly reflected in the poor ability to write words and sentences,lack of coherence of sentences,and express in a appropriate way.(1)Influenced by Chinese thinking pattern,the sentences written by students are translated into English according to the order of Chinese grammatical structure,and there are many grammatical errors.(2)The context is not coherent.The paragraph lacks subject sentence,and the sentence lacks coherence.Given the above situation,this thesis applies mind map teaching method to English continuation task writing of senior high school English teaching and provides a new way for the students to improve learning methods and enhance their interest in English continuation task writing.This thesis attempts to address the following three questions:(1)Can the application of mind map in English continuation task writing of senior high school students improve the achievement of English continuation task writing?(2)Can the teaching method of mind map improve students’ interest in English continuation task writing?(3)Is there any difference in the influence of the teaching method of mind map on different level students’ learning of English continuation task writing?The thesis uses the method of combining quantitative and qualitative,taking students in S high school as the research objects,collecting the relevant data by experiments,questionnaire method,interview method,and use SPSS24.0 to systematically analyze and discuss the data.It found that the teaching method of mind map can improve the effect of students’ English continuation task writing,and the students’ English continuation task writing ability in the experimental class is improved compared with that in the control class.The teaching method of mind map can improve students’ interest in English continuation task writing.The teaching method of mind map has different effects on the English continuation task writing of students at different levels,and the effect is most obvious for low-level students,middle-level students are more obvious,and on high-level students have little influence.Through the research,the author provides some theoretical support and method guidance for English teachers in senior high school about English continuation task writing. |
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